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EDUCAFL : E-Journal of Education of English as a Foreign Language
Published by Universitas Brawijaya
ISSN : -     EISSN : 25407775     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
EDUCAFL :Journal of Education of English as a Foreign Language. EDUCAFL is a refereed publication which aims at providing online access to all those involved in the research, teaching and learning of English as a Foreign Language. For more information such as article submission and other information, don't hesitate to contact our editorial office.
Arjuna Subject : -
Articles 125 Documents
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Students' Perception of Padlet in Facilitating Collaborative Learning in the Morphology Classroom Rahmawati, Tira; Dewi, Sinta; Sofyawati, Eva Devi; Hamzah, Amir
EDUCAFL: Journal on Education of English as Foreign Language Vol. 9 No. 1 (2026): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2026.009.01.01

Abstract

The present study examines the students’ perceptions of the use of Padlet to support the collaborative learning during English Morphology course. The study was carried out through survey approach through which the data were collected through a 5 point-Likert scale questionnaire administered to 50 seventh-semester students of the English Education Study Program at one of the private universities in Indonesia. To complement the survey data, the interviews were done to the 9 selected participants. The data analysis focused on the students’ perception towards Padlet, its benefits and challenges that present. The results showed that the students have general positive perceptions toward Padlet, especially in terms of its ease of use, its impacts on students ‘engagement and learning motivation. Padlet was considered helpful in facilitating the students to understand abstract morphological concepts, support their analytical skills, and facilitate feedback and discussion. Regardless of the benefits, several barriers such as technical issues, potential distraction and lack of teacher’s role remain a challenge. The findings indicate that Padlet has the potential to support the process of linguistic learning if it is supported by adequate infrastructure, appropriate teaching strategies and the active roles of teachers. Further studies are recommended to examine the effectiveness of Padlet compared to other platforms, integrate it with the innovative learning model and assess its impact on the students’ academic performance and their 21st century skills.
Exploring Montessori Teachers' Differentiation Practices to Address Student Diversity Febriyanti, Karina
EDUCAFL: Journal on Education of English as Foreign Language Vol. 9 No. 1 (2026): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2026.009.01.06

Abstract

Montessori classrooms are widely recognized for supporting individualized learning; however, limited research has examined how these practices align with the framework of differentiated instruction (DI). This study addresses this gap by investigating the extent to which DI is evident in Montessori upper elementary English classrooms. A qualitative case study design was employed using semi-structured interviews with two Montessori English teacher working in mixed-age classrooms. Data was analyzed through thematic analysis using Tomlinson’s differentiated instruction framework as an analytical lens. The findings indicate that differentiated instruction is strongly present in practice but emerges as an implicit and experience-based approach rather than a formally planned instructional strategy. Teachers reporting adjusting instructional delivery based on readiness, providing individualized scaffolding, implementing flexible grouping and peer tutoring, and using continuous informal assessment to guide pacing and mastery-based progression. However, evidence of product differentiation was limited, as students generally demonstrated learning through similar output formats. The study concludes that differentiation in Montessori classrooms is structurally embedded within Montessori pedagogy, particularly through mixed-age grouping, student autonomy, and observation-based teaching. These findings suggest that differentiated instruction can develop organically through pedagogical design, offering insights for educators seeking to support learner diversity without relying solely on formal DI frameworks. Keywords: Montessori education; differentiated instruction; learner diversity; mixed-age classroom; individualized learning
How do Pre-service English Teachers Implement Deep Learning Strategies within the TPACK Framework During their Teaching Practicum karim, Muhammad Rusydan Al; Priajana, Nana; Hidayat, Hendi
EDUCAFL: Journal on Education of English as Foreign Language Vol. 9 No. 1 (2026): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2026.009.01.04

Abstract

This study investigated the implementation of deep learning strategies within the Technological Pedagogical Content Knowledge (TPACK) framework during the teaching practicum of pre-service English teachers in Cirebon. The study aimed to explore how pre-service teachers integrated technology, pedagogy, and content knowledge to support meaningful English language learning. A qualitative case study design was employed involving six pre-service English teachers and two mentor teachers selected through purposive sampling. Data were collected through semi-structured interviews and questionnaires and analyzed using thematic analysis based on Braun and Clarke’s framework. The findings revealed four major themes: student-centered and interactive learning practices, technology integration to enhance learning, strategic instructional design, and deep learning-oriented pedagogical approaches. The participants implemented discussion, collaboration, open-ended questioning, and problem-solving activities to encourage active participation and critical thinking. Various digital platforms such as Google Classroom, YouTube, Canva, and Quizizz were also integrated to support interactive and meaningful learning. In addition, participants aligned learning objectives, pedagogical strategies, and technology before conducting instruction. Overall, the study indicates that the integration of deep learning and TPACK promotes meaningful, student-centered, and technology-enhanced English language learning during teaching practicum.
Integrating Wordwall to Enhance Students’ Motivation and Engagement in Vocabulary Learning in EFL Classroom mudrikah, Adila; Selvia, Sofa; Niam, Hoirotun; Suffyany, Soleh; Muharram, Muhammad Widan; Lestari R, Kenny Shania
EDUCAFL: Journal on Education of English as Foreign Language Vol. 9 No. 1 (2026): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2026.009.01.03

Abstract

Vocabulary learning is widely recognized as a foundational aspect of English language proficiency, yet EFL students in Indonesia frequently struggle to remain motivated and engaged during conventional vocabulary instruction. Despite growing interest in technology enhanced learning, limited qualitative research has examined how interactive digital platforms influence observable student motivation and engagement during vocabulary learning activities. Therefore, this study aimed to explore how the integration of Wordwall influences EFL students’ motivation and engagement in vocabulary learning. Employing a descriptive qualitative research design, the study involved 19 female Grade XI students at MA Raudlatul Ulum 2, an Islamic secondary school in East Java, Indonesia. Data were collected through preliminary classroom interaction, structured classroom observation, and documentation across two instructional meetings, and analyzed using the interactive model of descriptive qualitative analysis. The findings revealed that Wordwall significantly enhanced students’ motivation and engagement, as evidenced by increased enthusiasm, active participation, peer collaboration, and self directed learning behaviors during vocabulary activities. These results indicate that game based features such as leaderboards, immediate feedback, and varied game templates effectively support intrinsic motivation and multiple dimensions of student engagement. The study contributes to the growing literature on gamification in Indonesian EFL contexts by providing a qualitative, observation based account of how Wordwall shapes the behavioral and motivational dimensions of vocabulary instruction.
“Miss, I want minum!” How Indonesian Preschool Teachers Perceive Translanguaging Practices in the Classroom Sitorus, Iriyanti Elphintina; Sahiruddin; Emaliana, Ive
EDUCAFL: Journal on Education of English as Foreign Language Vol. 9 No. 1 (2026): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2026.009.01.05

Abstract

Over the past decade, translanguaging practices have gained attention in EFL research, especially in promoting multilingual proficiency. While much focus has been on intermediate and advanced learners, there has been less study on early learners, particularly in preschool classrooms. This study aims to answer two questions: 1) How do preschool teachers use translanguaging in an EMI classroom? 2) What strategies do they use to promote it in a multilingual setting? Using a descriptive qualitative approach with observations and interviews, the study involved two teachers from diverse backgrounds in an international preschool. The findings suggest translanguaging fosters inclusivity, deeper language comprehension, and cultural awareness. Despite challenges, the study offers valuable insights into its cognitive, cultural, and linguistic benefits for multilingual children. It calls for further research on the impact of translanguaging beyond the classroom, including interviews with students and parents.

Page 13 of 13 | Total Record : 125

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